The Social Mind and Education |
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abstract analysis Aristotle arts asserted attempt become biology child classification collective tradition common Comte Comte's conception concrete coöperation coördination Correlation Cosmic Philosophy croyances curriculum definite division Dynamic Sociology Educational Review effort elements ethics evolution experience facts Flint Fouillée function gradually Greef groups growth Herbart Herbartian higher education History human Ibid idea ideal individual mind Instauratio Magna intellectual Josiah Royce knowledge language laws Lester F literature logical mental metaphysical method méthode modern nature objective organic parallel Philosophy of History physical present Princeton Review principles problems progress psychical psychology pupil purpose pursuits race rational recapitulation theory recognized reflective regarded relations scheme scientific short-cuts social consciousness social memory social mind social phenomena social philosophy social sciences social self-consciousness social tradition socialen Körpers society Spencer stages studies synthesis synthetic systematic theory thought tion uncon unified unity vague various vidual whole
Popular passages
Page 76 - The education of the child must accord both in mode and arrangement with the education of mankind as considered historically; or in other words, the genesis of knowledge in the individual must follow the same course as the genesis of knowledge in the race.
Page 45 - Ainsi toute la Philosophie est comme un arbre, dont les racines sont la Métaphysique, le tronc est la Physique, et les branches qui sortent de ce tronc sont toutes les autres sciences...
Page 131 - The real world as it is given objectively at this moment is the sum total of all its beings and events now. But can we think of such a sum? Can we realize for an instant what a cross-section of all existence at a definite point of time would be? While I talk and the flies buzz, a sea-gull catches a fish at the mouth of the Amazon, a tree falls in the Adirondack wilderness, a man sneezes in Germany, a horse dies in Tartary, and twins are born in France.
Page 59 - They should be in relation to the climate of each country, to the quality of its soil, to its situation and extent, to the principal occupation of the natives, whether husbandmen, huntsmen, or shepherds: they should have relation to the degree of liberty which the constitution will bear; to the religion of the inhabitants, to their inclinations, riches, numbers, commerce, manners, and customs.
Page 12 - Take a sentence of a dozen words, and take twelve men and tell to each one word. Then stand the men in a row or jam them in a bunch, and let each think of his word as intently as he will ; nowhere will there be a consciousness of the whole sentence.* We talk of the 'spirit of the age,' and the ' sentiment of the people,' and in various ways we hypostatize 'public opinion.
Page 94 - Pedagogy might be defined as the art of adapting new generations to those conditions of life which are the most intensive and fruitful for the individual and the species.
Page 131 - It is an order with which we have nothing to do but to get away from it as fast as possible. As I said, we break it : we break it into histories, and we break it into arts, and we break it into sciences ; and then we begin to feel at home.
Page 46 - The nature of things, as they are in themselves, their relations, and their manner of operation: or, Secondly, That which man himself ought to do, as a rational and voluntary agent, for the attainment of any eud, especially happiness: or, Thirdly, The ways and means whereby the knowledge of both the one and the other of these is attained and communicated: I think science may be divided properly into these three sorts.
Page 25 - There has all along been higher specialization, that there might be a larger generalization ; and a deeper analysis, that there might be a better synthesis. Each larger generalization has lifted sundry specializations still higher ; and each better synthesis has prepared the way for still deeper analysis.
Page 124 - Your committee would call attention in this connection to the importance of the pedagogical principle of analysis and isolation as preceding synthesis and correlation. There should be rigid isolation of the elements of each branch for the purpose of getting a clear conception of what is individual and peculiar in a special province of learning.